# PWR-008 — Force steadiness: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 17 min reading and worksheet pass Difficulty: Introductory Equipment: Common household or practice equipment — The three-trace table in this record; Paper or spreadsheet; A calculator, optional; The answer key, hidden until calculations and pattern labels are complete Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G2; Focused research depth Automated method-quality band: Established Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context A force trace is not better merely because it looks flat. This pack supplies three like-for-like fictional traces so the learner can calculate simple spread, distinguish an isolated event from drift, and write a non-diagnostic conclusion. Target outcome: Define force steadiness without inheriting mythology or broader claims. Explain what the current evidence supports and what it does not establish. Use the declared measurement boundary and recognise misleading proxies. Complete the current learning route without converting it into unauthorised capability practice. Make a retention, transfer, maintenance, provider or stop decision without overclaiming. ### Authority and setup conditions - Governance ceiling: explanation and static fictional record analysis only. Capability self-practice, live administration, protocol delivery and efficacy claims are not authorised until the recorded next_gate adjudication changes. - Use only the supplied fictional traces. Do not create a contraction, fatigue task, repeated movement or personal measurement. - The trace comparison cannot diagnose tremor, weakness, neurological disease or broad motor control. ### Required or supplied materials - The three-trace table in this record - Paper or spreadsheet - A calculator, optional - The answer key, hidden until calculations and pattern labels are complete ### Supplied fixture All values are fictional newtons measured at one-second intervals against the same 50 N target. | Second | Trace a n | Trace b n | Trace c n | | --- | --- | --- | --- | | 1 | 49 | 50 | 47 | | 2 | 51 | 50 | 48 | | 3 | 50 | 50 | 49 | | 4 | 50 | 50 | 50 | | 5 | 49 | 50 | 51 | | 6 | 51 | 50 | 52 | | 7 | 50 | 50 | 53 | | 8 | 50 | 58 | 54 | ## 1. Confirm the common configuration: target 50 N, eight seconds, one sample per… Confirm the common configuration: target 50 N, eight seconds, one sample per second, same fictional sensor and filter. Why: “Confirm the common configuration: target 50 N, eight seconds, one sample per second, same fictional sensor and filter” keeps this lesson inside its declared record-analysis boundary and prevents the supplied scenario from being mistaken for physical practice. Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Confirm the common configuration: target 50 N, eight seconds, one sample per second, same fictional sensor and filter.” Accessible alternative: Complete the same research action — “Confirm the common configuration: target 50 N, eight seconds, one sample per second, same fictional sensor and filter.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Confirm the common configuration: target 50 N, eight seconds, one sample per second, same fictional sensor and filter.”” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. For each trace, calculate the sum and mean For each trace, calculate the sum and mean. Why: “For each trace, calculate the sum and mean” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion. Success check: The work shows the value requested by “For each trace, calculate the sum and mean”, retains the supplied units or signs and leaves any unsupported value unknown. Accessible alternative: Complete the same research action — “For each trace, calculate the sum and mean.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The work shows the value requested by “For each trace, calculate the sum and mean”, retains the supplied units or signs and leaves any unsupported value unknown.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Calculate range as maximum minus minimum Calculate range as maximum minus minimum. Why: “Calculate range as maximum minus minimum” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion. Success check: The work shows the value requested by “Calculate range as maximum minus minimum”, retains the supplied units or signs and leaves any unsupported value unknown. Accessible alternative: Complete the same research action — “Calculate range as maximum minus minimum.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The work shows the value requested by “Calculate range as maximum minus minimum”, retains the supplied units or signs and leaves any unsupported value unknown.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Calculate mean absolute deviation, or MAD, as the mean of the absolute… Calculate mean absolute deviation, or MAD, as the mean of the absolute distances from that trace's mean. Why: “Calculate mean absolute deviation, or MAD, as the mean of the absolute distances from that trace's mean” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion. Success check: The work shows the value requested by “Calculate mean absolute deviation, or MAD, as the mean of the absolute distances from that trace's mean”, retains the supplied units or signs and leaves any unsupported value unknown. Accessible alternative: Complete the same research action — “Calculate mean absolute deviation, or MAD, as the mean of the absolute distances from that trace's mean.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The work shows the value requested by “Calculate mean absolute deviation, or MAD, as the mean of the absolute distances from that trace's mean”, retains the supplied units or signs and leaves any unsupported value unknown.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Inspect the time order and label the dominant pattern: low spread, isolated… Inspect the time order and label the dominant pattern: low spread, isolated event, or gradual drift. Why: “Inspect the time order and label the dominant pattern: low spread, isolated event, or gradual drift” isolates the named evidence distinction so the learner can interpret Force steadiness without extending the claim. Success check: The output directly answers “Inspect the time order and label the dominant pattern: low spread, isolated event, or gradual drift”, names the relevant distinction and stays within the supplied record. Accessible alternative: Complete the same research action — “Inspect the time order and label the dominant pattern: low spread, isolated event, or gradual drift.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The output directly answers “Inspect the time order and label the dominant pattern: low spread, isolated event, or gradual drift”, names the relevant distinction and stays within the supplied record.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Write one result sentence and one non-diagnostic boundary sentence Write one result sentence and one non-diagnostic boundary sentence. Why: “Write one result sentence and one non-diagnostic boundary sentence” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion. Success check: A legible entry directly completes “Write one result sentence and one non-diagnostic boundary sentence” and records the requested condition, decision or boundary without adding a new claim. Accessible alternative: Complete the same research action — “Write one result sentence and one non-diagnostic boundary sentence.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “A legible entry directly completes “Write one result sentence and one non-diagnostic boundary sentence” and records the requested condition, decision or boundary without adding a new claim.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.